2022 AP Chief Reader Report AP World History Modern © 2022 College Board Visit College Board on the web collegeboard org Chief Reader Report on Student Responses 2022 AP® World History Modern Free Res[.]
Chief Reader Report on Student Responses: 2022 AP® World History: Modern Free-Response Questions • Number of Students Scored • Number of Readers • Score Distribution • Global Mean 314,716 1,450 Exam Score 2.96 N 41,437 68,920 85,037 74,443 44,879 %At 13.2 21.9 27.0 23.7 14.3 The following comments on the 2022 free-response questions for AP® World History: Modern were written by the Chief Reader, Professor Jodi Eastberg, Alverno College They give an overview of each free-response question and of how students performed on the question, including typical student errors General comments regarding the skills and content that students frequently have the most problems with are included Some suggestions for improving student preparation in these areas are also provided Teachers are encouraged to attend a College Board workshop to learn strategies for improving student performance in specific areas © 2022 College Board Visit College Board on the web: collegeboard.org Short Answer Question Task: Short Answer Question Topic: Biran Mongol Conquests Secondary Max Score: Mean Score: 1.59 What were the responses to this question expected to demonstrate? The intent of this question was for students to analyze a secondary source document related to the role and impact of the Mongols in the period 1200–1450 In part A students were asked to identify one economic development that supported the author’s argument about Old-World integration In part B the students were asked to explain how one piece of evidence challenged the notion that Mongol expansion marked a new era Finally, in part C students were asked to explain how one intercultural transfer or exchange resulted from Mongol conquests This question primarily addressed Topics 2.1, 2.2, and 2.5 of the AP World History: Modern Course and Exam Description How well did the responses address the course content related to this question? How well did the responses integrate the skills required on this question? Responses generally demonstrated their knowledge of the role of the Mongols in economic developments that connected the pre-modern (1200–1450) world, as well as the transfers/exchanges that resulted from these conquests For many students, the Mongols, Silk Road trade, and other aspects of transregional trade during this era are aspects of the course that they understand and could identify Many students recognized the role the Mongols played in securing, protecting, and promoting economic interactions in Eurasia Many students credited early modern gunpowder empires, such as the Ottoman, Safavid, Mughal, Qing, etc., for European maritime states as the architects of the “new era” rather than the Mongols Students were also able to demonstrate their ability to analyze arguments and claims in a secondary source Students had to know what Biran meant when mentioning the Mongol’s role in “integration of the old world” and “the first chapter of a new era.” With an understanding of his claims, students had to be able to show how evidence and examples might support or challenge these claims Student response generally demonstrated strong understanding of the arguments and evidence to support What common student misconceptions or gaps in knowledge were seen in the responses to this question? Responses commonly introduced cultural rather than economic developments noting a common misconception between the difference of these categories of analysis There were student responses that also referenced trade or the Silk Road but didn’t identify the Mongol role in economic development that promoted an “integration.” Both of the previous challenges point to the common issue of students not fully reading or understanding the prompt © 2022 College Board Visit College Board on the web: collegeboard.org Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding • “Mongol toleration of local religion and customs led to greater ‘integration of the old world.’” (cultural rather than economic development) • “Mongol protection of merchants and maintenance of trading infrastructure, such as roads and bridges, supported the growth of trade along the Silk Road routes.” • “The Mongols were nomadic warriors who established territorial control through the rapid deployment of horse-mounted warriors and archers.” (Factually correct, but doesn’t address or challenge the idea of a “first chapter of a new era.”) • “The Mongols were nomadic warriors who established territorial control through the rapid deployment of horse-mounted warriors and archers These nomadic conquests mark the end of an earlier era The first chapter of a new era would be marked by land-based and maritime gunpowder empires.” Based on your experience at the AP® Reading with student responses, what advice would you offer teachers to help them improve the student performance on the exam? Practice addressing the very specific nature of each task in a short answer question Identify key words, as well as practice crafting responses that adequately identify, explain, or otherwise clearly address the verb task presented Thematic vocabulary practice, such as “economic,” “transfer,” and “intercultural,” will assist students with being more precise and accurate in responses to the prompt Work more with secondary sources and identifying lines of reasoning or arguments What resources would you recommend to teachers to better prepare their students for the content and skill(s) required on this question? • • The Course and Exam Description provides a section on “Developing the Historical Thinking Skills and Reasoning Processes” on pages 180-191 This section provides examples of questions and instructional strategies for incorporating the course skills into classroom instruction The following resources are available in AP Classroom to provide instructional support for an SAQ on the impact of the Mongols: o Unit 2, Topic 2.1, “The Silk Roads,” Topic 2.2, “The Mongol Empire and the Making of the Modern World,” and Topic 2.5, “Cultural Consequences of Connectivity,” all include resources, such as AP Daily videos and topic questions that serve as formative assessment tools There are two AP Daily videos that focus on Topic 2.1 that examine not only course content but also the skills of identifying a specific historical process and historical context Topic 2.2 contains two videos that focus specifically on the Mongols and their expansion as well as the skill of identifying patterns of continuity and change Topic 2.5 has a video that examines the impact of long-distance trade on cultures throughout Afro-Eurasia and allows students to practice identifying sourcing within a primary source © 2022 College Board Visit College Board on the web: collegeboard.org o o o o o AP Classroom contains AP Exam On-Demand Review videos for both 2022 and 2021 that have helpful information for students who review content (see Review Session 2, which examines “empire building” and Review Session 5, which examines major events from Unit and contains strategies for answering Multiple-Choice questions) Review Session examines the skills of sourcing and using evidence from sources, as well as strategies for responding to SAQs Review sessions from 2021 that may also be helpful include Session 1, which examines content from Unit and Session 4, which examines “how the C’s are assessed on the AP Exam.” AP Classroom has Personal Progress Checks for each unit that include SAQs and scoring guidelines that will allow students to practice the required skills needed to successfully answer an SAQ The Question Bank within AP Classroom contains examples of AP Exam questions, both MCQs and FRQs, that can be used to assess student understanding and allow for further practice of the required skills Using AP Classroom, teachers may assign multiple choice questions and free-response questions specific to skills that they believe students often find challenging in the Question Bank feature These skills can be selected in the “Skill Category and Skill” tab located within the Question Bank tab Additionally, AP Classroom contains resources under the Overview/Teacher Resources/Professional Learning tab that includes videos and other instructional resources to provide strategies for teaching and assessing course content and skills These Skills-Based Modules focus on teaching analysis of primary sources, the skills of argument development, comparison, continuity, and change and include handouts for students The Online Teacher Community includes a library of resources that can be searched by disciplinary practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ © 2022 College Board Visit College Board on the web: collegeboard.org Short Answer Question Task: Short Answer Question Topic: Canton Factories Map Max Score: Mean Score: 1.03 What were the responses to this question expected to demonstrate? The intent of this question was for students to analyze a map that represented a plan of “Factories” in the city of Canton, Southern China, from 1856 In part A students were asked to identify one economic development in the period 1750–1900 that led to the “situation” or the factory system in Canton as represented by the map Part B required students to identify one political development in the period 1750–1900 that led to the same “situation.” Finally, part C asked for explanation as to why the survey of the factories was carried out by the British Royal Navy How well did the responses address the course content related to this question? How well did the responses integrate the skills required on this question? Overall, responses struggled to address the course content related to the map of the Canton factories Students discussed developments, such as the Industrial Revolution and Economic Imperialism, without describing the unique ways that these developments might have impacted the Canton trade or the role of China in shaping very controlled and regulated trade at its borders Many responses were more successful in responding to part B, which asked for political developments in the period naming the Opium Wars, the growth of the British empire, or the Qing government’s rule in China What common student misconceptions or gaps in knowledge were seen in the responses to this question? Common misconceptions related to the term “factory” even though it was described as a warehouse Students assumed the term meant manufacturing rather than a place for trade Students used evidence from the 20th or 21st century instead of period-appropriate evidence, such as references to cheap labor for European businesses Finally, students confused some elements of British imperialism, such as specific evidence related to India rather than its relationship with China during this period Vocabulary, chronology, and geography continued to be issues for responses to this question Common Misconceptions/Knowledge Gaps • Responses that Demonstrate Understanding “One economic development was the • Industrial Revolution which had a shift away from individual small-scale production to factory production with the formation of cities.” (not relevant to the question) “One political development leading to the situation in the map was the Opium Wars fought between European economic powerhouses and the Qing dynasty.” © 2022 College Board Visit College Board on the web: collegeboard.org • “One economic development in the period that led to the situation in the map is industrialization After the invention of machinery that did not require human labor, like the steam engine and textile machines, many places started moving away from agriculture.” (The factories in Canton developed prior to these developments of the industrial revolution) • “The survey of the Canton factories was carried out by the Royal Navy because they were the ones who defeated China in the Opium Wars The British and European powers began to control major cities and other trade centers like Hong Kong.” Based on your experience at the AP® Reading with student responses, what advice would you offer teachers to help them improve the student performance on the exam? • • Introduce students to the historical thinking skills and have them work in teams to identify the historical thinking skill prompted by the question Have students peer review each other’s writing to identify when they are deploying one of the historical thinking skills Work with students on how to interpret maps and other visual images and also how to write about them by referencing specific features or data they can draw from the prompt What resources would you recommend to teachers to better prepare their students for the content and skill(s) required on this question? • • The Course and Exam Description provides a section on “Developing the Historical Thinking Skills and Reasoning Processes” on pages 180-191 This section provides examples of questions and instructional strategies for incorporating the course skills into classroom instruction The following resources are available in AP Classroom to provide instructional support for an SAQ on European imperialism: o Unit 6, Topic 6.2, “State Expansion from 1750 to 1900,” and Topic 6.5, “Economic Imperialism from 1750 to 1900,” include resources, such as AP Daily videos and topic questions that serve as formative assessment tools There are two AP Daily videos that focus on Topic 6.2 that examine not only course content but also historical context Topic 6.5 has a video that examines economic imperialism and historical context o AP Classroom contains AP Exam On-Demand Review videos for both 2022 and 2021 that have helpful information for students that review content (see Review Session 7) and videos that review skills specifically used for answering an SAQ (see Review session 6) Review sessions from 2021 that may also be helpful include Session 2, which examines content from Unit and Session 4, which examines “how the C’s are assessed on the AP Exam.” Session from 2021 may also be helpful as it focuses on how students can make arguments using visual sources o AP Classroom has Personal Progress Checks for each unit that include SAQs and scoring guidelines that will allow students to practice the required skills needed to successfully answer an SAQ o The Question Bank within AP Classroom contains examples of AP exam questions, both MCQs and FRQs, that can be used to assess student understanding and allow for further practice of the required skills © 2022 College Board Visit College Board on the web: collegeboard.org Using AP Classroom, teachers may assign multiple choice questions and free-response questions specific to skills that they believe students often find challenging in the Question Bank feature These skills can be selected in the “Skill Category and Skill” tab located within the Question Bank tab Additionally, AP Classroom contains resources under the Overview/Teacher Resources/Professional Learning tab that includes videos and other instructional resources to provide strategies for teaching and assessing course content and skills These Skills-Based Modules focus on teaching analysis of primary sources, the skills of argument development, comparison, continuity, and change and include handouts for students The Online Teacher Community includes a library of resources that can be searched by disciplinary practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ o o © 2022 College Board Visit College Board on the web: collegeboard.org Short Answer Question Task: Short Answer Question Topic: Columbian Exchange Crops Max Score: Mean Score: 1.69 What were the responses to this question expected to demonstrate? The responses to this question were expected to demonstrate understanding of the Columbian Exchange by identifying technological developments that caused or contributed to the trade network that was established Part B required responses to identify a benefit of the transfer of crops and/or domesticated animals for the populations of people involved Part C asked for an explanation of how the transfer of crops and/or animals would impact the environment How well did the responses address the course content related to this question? How well did the responses integrate the skills required on this question? Responses were successfully able to identify many relevant navigational technologies as developments that contributed to the Columbian Exchange including but not limited to lateen sails, the compass, and the caravel Teachers are clearly teaching the Columbian Exchange and students understand its impact Students were also able to identify the positive effects the exchange of new crops would have on people in the Americas and in Europe as they improved nutrition, which led to healthier longer lives in addition to increases in population size throughout Afro-Eurasia Many students were also able to explain the environmental impacts the transfer of crops and/or domesticated animals would have, though these responses were typically limited to the Americas and focused on the effects intensive agriculture would have on the environment What common student misconceptions or gaps in knowledge were seen in the responses to this question? Student responses were very strong for this question However, when there were misconceptions or gaps in knowledge there were a few patterns For part A responses were unsuccessful when they used generalized phrases like “better” or “faster” to describe ships instead of identifying specific developments like the compass or astrolabe One of the more common problems for part B was responses that lacked the “benefit” aspect of the question These responses would identify something historically accurate but not necessarily a “benefit.” For example identifying “more food” as opposed to “more production of food, which led to population growth.” One of the common issues with part C was students would often overlook the environmental component of the question and/or not address how the environmental impact was a product of the transfer of crops and/or domesticated animals Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding • • “Shipping improved and allowed Europeans to sail to the Americas.” (Too general) “One of the developments that contributed to the Columbian Exchange was the use of caravels with triangular sails.” © 2022 College Board Visit College Board on the web: collegeboard.org • “One of the effects of the transfer of crops to the Americas was the use of the encomienda system and natives working on fields.” (does not address an environmental effect of the transfer of crops) • “Because of the establishment of sugar plantations in the Americas and the use of intensive farming techniques to grow sugar there was a depletion of nutrients in the soil.” Based on your experience at the AP® Reading with student responses, what advice would you offer teachers to help them improve the student performance on the exam? While students performed well on this question, many student responses failed to explain the effect crops and/or domesticated animals had on the environment and instead identified the effect on the environment Taking the A.C.E (Answer the question, Cite evidence, Explain the evidence) approach to each part of a Short Answer Question would help address these common issues What resources would you recommend to teachers to better prepare their students for the content and skill(s) required on this question? • • The Course and Exam Description provides a section on “Developing the Historical Thinking Skills and Reasoning Processes” on pages 180-191 This section provides examples of questions and instructional strategies for incorporating the course skills into classroom instruction The following resources are available in AP Classroom to provide instructional support for an SAQ on the Columbian Exchange: o Unit 4, Topic 4.3, “Columbian Exchange,” includes resources, such as AP Daily videos and topic questions that serve as formative assessment tools There are two AP Daily videos that focus on Topic 4.3 that examine the environmental effects of the Columbian Exchange and allow students to practice the skill of identifying evidence used in a source o AP Classroom contains AP Exam On-Demand Review videos for both 2022 and 2021 that have helpful information for students that review content and skills Review Session focuses on content from Unit and discusses the skills for sourcing, and using evidence from sources, as well as strategies for SAQ responses Review sessions from 2021 that may also be helpful include Session 2, which examines content from Unit and Session 4, which examines “how the C’s are assessed on the AP Exam.” o AP Classroom has Personal Progress Checks for each unit that include SAQs and scoring guidelines that will allow students to practice the required skills needed to successfully answer an SAQ o The Question Bank within AP Classroom contains examples of AP exam questions, both MCQs and FRQs, that can be used to assess student understanding and allow for further practice of the required skills Using AP Classroom, teachers may assign multiple choice questions and free-response questions specific to skills that they believe students often find challenging in the Question Bank feature These skills can be selected in the “Skill Category and Skill” tab located within the Question Bank tab o Additionally, AP Classroom contains resources under the Overview/Teacher Resources/Professional Learning tab that includes videos and other instructional resources to provide strategies for teaching and assessing course content and skills These Skills-Based © 2022 College Board Visit College Board on the web: collegeboard.org o Modules focus on teaching analysis of primary sources, the skills of argument development, comparison, continuity, and change and include handouts for students The Online Teacher Community includes a library of resources that can be searched by disciplinary practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ © 2022 College Board Visit College Board on the web: collegeboard.org Short Answer Question Task: Short Answer Question Topic: Green Revolution Effects Max Score: Mean Score: 1.83 What were the responses to this question expected to demonstrate? Responses to this question were expected to demonstrate understanding of the Green Revolution In part A students were asked to identify a scientific or technological advancement that contributed to the Green Revolution Part B required an explanation of how the innovations of the Green Revolution benefited populations in the developing world Part C required responses that explained how the Green Revolution impacted the environment within the developing world How well did the responses address the course content related to this question? How well did the responses integrate the skills required on this question? Students who chose to respond to this question were able to identify many scientific and technological advances from the Green Revolution The majority of the responses were relatively successful at connecting the content from the CED for this time period by identifying GMO’s, chemical fertilizers, and new crop varieties as technological innovations of the Green Revolution, as well as increased crop availability as a benefit to the populations of the developing world This question provided the opportunity for students to demonstrate their ability to use historical causation when they responded to how the Green Revolution benefited populations and how the Green Revolution affected the environment While students were often able to identify a food surplus as a benefit of the Green Revolution, on occasion they fell short of being able to connect it to how that surplus impacted populations of the developing world In addition, many students could identify pollution as having a negative impact on the environment but did not fully explain how it was the result of the Green Revolution What common student misconceptions or gaps in knowledge were seen in the responses to this question? One of the biggest gaps in knowledge was the idea that the Green Revolution and the Industrial Revolution were one in the same Often students discussed factories and factory emissions as the cause of environmental damage Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding • • “The Green Revolution affected the environment with greenhouse gasses, pollution and many environmental issues.” (This response did not explain – there was no causation.) “A practice during the Green Revolution that impacted the environment of the developing world was to cut down trees to make room for farming, this led to deforestation and the loss of wildlife habitat.” © 2022 College Board Visit College Board on the web: collegeboard.org • “The Green Revolution benefited populations in the developing world by providing more food.” (This response does not explain how “more food” benefited people.) • “By increasing the availability of food crops, populations in the developing world were able to increasingly prevent mass starvation.” What resources would you recommend to teachers to better prepare their students for the content and skill(s) required on this question? • • The Course and Exam Description provides a section on “Developing the Historical Thinking Skills and Reasoning Processes” on pages 180-191 This section provides examples of questions and instructional strategies for incorporating the course skills into classroom instruction The following resources are available in AP Classroom to provide instructional support for an SAQ on the Green Revolution: o Unit 9, Topic 9.1, “Advances in Technology and Exchange After 1900,” includes resources, such as AP Daily videos and topic questions that serve as formative assessment tools There is an AP Daily video that focuses on Topic 9.1 that examines new technologies of the 20th century and identifies continuities and changes associated with those technologies o AP Classroom contains AP Exam On-Demand Review videos for both 2022 and 2021 that have helpful information for students that review content and skills From 2022, Review Session focuses on content from Unit 9, Review Session discusses new forms of technology; and in 2021 Review Session examines content from Unit Also from 2021, Session examines “how the C’s are assessed on the AP Exam.” o AP Classroom has Personal Progress Checks for each unit that include SAQs and scoring guidelines that will allow students to practice the required skills needed to successfully answer an SAQ o The Question Bank within AP Classroom contains examples of AP exam questions, both MCQs and FRQs, that can be used to assess student understanding and allow for further practice of the required skills Using AP Classroom, teachers may assign multiple choice questions and free-response questions specific to skills that they believe students often find challenging in the Question Bank feature These skills can be selected in the “Skill Category and Skill” tab located within the Question Bank tab o Additionally, AP Classroom contains resources under the Overview/Teacher Resources/Professional Learning tab that includes videos and other instructional resources to provide strategies for teaching and assessing course content and skills These Skills-Based Modules focus on teaching analysis of primary sources, the skills of argument development, comparison, continuity, and change and include handouts for students o The Online Teacher Community includes a library of resources that can be searched by disciplinary practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ © 2022 College Board Visit College Board on the web: collegeboard.org Question 1—Document-Based Question Task: Document-Based Question Topic: Imperialism and Economies in Asia and Africa Max Score: Mean Score: 3.00 What were the responses to this question expected to demonstrate? The intent of this question was to assess students’ ability to articulate and defend an argument based on evidence provided by a select set of historical documents The Document-Based Question (DBQ) asked students to evaluate the extent to which European imperialism had an impact on the economies of Africa and/or Asia Responses were expected to address the time frame of the 19th through the early 20th centuries and to demonstrate the historical thinking skill of causation The question addressed Topics 6.2 and 6.5 and Key Concepts 5.1, 5.2, and 5.4 of the AP World History Course Framework How well did the responses address the course content related to this question? How well did the responses integrate the skills required on this question? Responses generally were successful in addressing the historical developments and processes referred to in the prompt and documents Students were able to address the impact of imperialism on a wider level in discussions of regions as well as on an individual level The majority of responses were familiar with the course content, CED Topics 6.2 and 6.5, and demonstrated that through discussions of imperialism in the time frame of the prompt The skill of argumentation, as seen through the writing of thesis statements that made claims as to the extent to which European imperialism impacted the economies of Africa and/or Asia, was very successful for the majority of responses Essays demonstrated the skill of making claims and providing evidence from the documents as well Most students understood the documents and were able to use them successfully in their writing Essays were less successful in demonstrating the skill of sourcing or providing the historical situation of the documents The essays often attempted sourcing without moving beyond the language of the document itself In addition, complexity in analysis was rarely attempted or successfully demonstrated What common student misconceptions or gaps in knowledge were seen in the responses to this question? Most responses had a clear understanding of imperialism but struggled with the application of the term in the theme of economics There was a focus on the political aspects of imperialism and not economic effects Many responses that attempted the skill of sourcing and situation only focused on the attribution of the source and lacked any explanation for how the sourcing impacted the document or an argument Common Misconceptions/Knowledge Gaps • “In the 19th and 20th centuries, many advancements partook within the world Europe increasingly and rapidly advanced technologically, contributing in its ability Responses that Demonstrate Understanding • “Although people living in these regions had some alternatives to European economic dominance, European imperialism affected economics in Africa and Asia in the 19th and 20th by controlling huge © 2022 College Board Visit College Board on the web: collegeboard.org to be a superpower.” (The response does not identify the economic elements of context focusing instead on political and perhaps military growth without describing economic factors.) • “Document is from a manager of a government-run sugar factory in Java, so it is biased.” (The response does not provide the how or why the author’s point of view or purpose might have been influenced by the role that he played.) portions of trade opportunities and imposing harsh rule over labor.” (Demonstrates specific understandings of economic understanding.) • “The historical situation of this document (4) is the rise of Cecil Rhodes’s diamond empire, stretching across most of Africa, Britain’s holdings in Africa drew much of its wealth from the mining of diamonds Cecil Rhodes was a major aspect of this endeavor and profited greatly from it This is important because it provides a backdrop that demonstrates the great economic ambitions of European powers.” (Provides significant how and why of the historical situation of document 4) What resources would you recommend to teachers to better prepare their students for the content and skill(s) required on this question? • • The Course and Exam Description provides a section on “Developing the Historical Thinking Skills and Reasoning Processes” on pages 180-191 This section provides examples of questions and instructional strategies for incorporating the course skills into classroom instruction The following resources are available in AP Classroom to provide instructional support for a DBQ on European Imperialism and Economies in Africa and/or Asia: o Unit 6, Topics 6.1, 6.2, and 6.5, addresses topics related to Imperialism, State Expansion, and Economic Imperialism and includes resources, such as AP Daily videos and topic questions that serve as formative assessment tools There are five AP Daily videos that specifically address Topics 6.1, 6.2, and 6.5 The videos not only include a review of course content but also focuses on the skill of contextualization There is also a Unit University Faculty Lecture that “explores the consequences of industrialization” and the impact on the people of West Africa o AP Classroom contains AP Exam On-Demand Review videos for both 2022 and 2021 that have helpful information for students that review not only content, but skills specifically used for answering the DBQ—this is addressed in Review Session for 2022 and Review Sessions and for 2021 o AP Classroom has Personal Progress Checks for each unit that include DBQs and scoring guidelines that will allow students to practice the required skills needed to successfully answer a DBQ o The Question Bank within AP Classroom contains examples of AP exam questions, both MCQs and FRQs, that can be used to assess student understanding and allow for further practice of the required skills Using AP Classroom, teachers may assign multiple choice questions and free-response questions specific to skills that they believe students often find challenging in the © 2022 College Board Visit College Board on the web: collegeboard.org o o Question Bank feature These skills can be selected in the “Skill Category and Skill” tab located within the Question Bank tab Additionally, AP Classroom contains resources under the Overview/Teacher Resources/Professional Learning tab that includes videos and other instructional resources to provide strategies for teaching and assessing course content and skills These Skills-Based Modules focus on teaching analysis of primary sources, the skills of argument development, comparison, continuity, and change and include handouts for students The Online Teacher Community includes a library of resources that can be searched by disciplinary practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ © 2022 College Board Visit College Board on the web: collegeboard.org Question 2—Long Essay Question Task: Long Essay Question Topic: Pre-Columbian American States Max Score: Mean Score: 2.44 What were the responses to this question expected to demonstrate? Responses to the Long Essay Question (LEQ 2) asked students to evaluate the extent to which one preColumbian state in the Americas was successful in consolidating its authority during the period before 1500 Students were expected to present a historically defensible thesis, describe a historical context relevant to the prompt, use at least two specific examples of evidence relevant to the topic of the prompt, use that evidence to support an argument in response to the prompt, use historical reasoning skills to frame or structure their argument, and demonstrate a complex understanding of the historical development that is the focus of the prompt Successful responses that compared pre-Columbian states’ consolidation explained the reason for successful or unsuccessful consolidation, or discussed how consolidation continued and ended in the period How well did the responses address the course content related to this question? How well did the responses integrate the skills required on this question? Students who selected this prompt demonstrated deep understanding of pre-Columbian American states Essays were frequently able to provide numerous pieces of specific evidence in support of historical arguments The majority of responses utilized causation as the primary historical reasoning skill and were able to forward a defensible claim or thesis that addressed the prompt What common student misconceptions or gaps in knowledge were seen in the responses to this question? Essays that were not as successful in responding to the prompt were unaware of geographic or temporal boundaries of the question For example, students responded with examples of consolidation of state authority in Song China or the Mongol empire or referred to methods used by the United States or modern Mexico Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding • “The Chinese used the Silk Road to make the movement of troops easier.” (outside the geographic scope of the question) • “The Aztecs used chinampas to grow large quantities of food for their population, which could be used as tribute to support the government.” • “The American Revolutionaries consolidated their power by breaking free from the British and creating a union of states that emerged from the original European colonies.” (outside of the temporal boundaries of the question) • “The Incan Empire was very successful in consolidating its power through the building of roads that allowed for the government to access different parts of the empire The Carpa Nan allowed for the movement of troops, news, and trade.” © 2022 College Board Visit College Board on the web: collegeboard.org Based on your experience at the AP® Reading with student responses, what advice would you offer teachers to help them improve the student performance on the exam? Introduce students to the historical thinking skills and have them work in teams to identify the historical thinking skill prompted by the question Have students peer review each other’s writing to identify when they are deploying one of the historical thinking skills Build arguments based on the historical thinking skills and have students try to identify the evidence that would best support that particular focus of the essay What resources would you recommend to teachers to better prepare their students for the content and skill(s) required on this question? • • The Course and Exam Description provides a section on “Developing the Historical Thinking Skills and Reasoning Processes” on pages 180-191 This section provides examples of questions and instructional strategies for incorporating the course skills into classroom instruction The following resources are available in AP Classroom to provide instructional support for an LEQ on pre-Columbian states in the Americas: o Unit 1, Topic 1.4 addresses “State Building in the Americas” and includes resources, such as AP Daily videos and topic questions that serve as formative assessment tools There is an AP Daily video that focuses on Topic 1.4 and examines the “governing structures of the Americas before 1450” and includes student practice for “identifying evidence in a text that supports an argument or claim.” o AP Classroom contains AP Exam On-Demand Review videos for both 2022 and 2021 that have helpful information for students that review content (see Review Session 5, which covers information from Unit and strategies for answering multiple-choice questions) and videos that review skills specifically used for answering an LEQ—this is addressed in Review Session for 2022 and Review Sessions and for 2021 o AP Classroom has Personal Progress Checks for each unit that include LEQs and scoring guidelines that will allow students to practice the required skills needed to successfully answer an LEQ o The Question Bank within AP Classroom contains examples of AP exam questions, both MCQs and FRQs, that can be used to assess student understanding and allow for further practice of the required skills Using AP Classroom, teachers may assign multiple choice questions and free-response questions specific to skills that they believe students often find challenging in the Question Bank feature These skills can be selected in the “Skill Category and Skill” tab located within the Question Bank tab o Additionally, AP Classroom contains resources under the Overview/Teacher Resources/Professional Learning tab that includes videos and other instructional resources to provide strategies for teaching and assessing course content and skills These Skills-Based Modules focus on teaching analysis of primary sources, the skills of argument development, comparison, continuity, and change and include handouts for students o The Online Teacher Community includes a library of resources that can be searched by disciplinary practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ © 2022 College Board Visit College Board on the web: collegeboard.org Question 3—Long Essay Question Task: Long Essay Question Topic: Contact and Religious Change Max Score: Mean Score: 2.26 What were the responses to this question expected to demonstrate? Responses to Long Essay Question (LEQ 3) were expected to develop an essay that addressed the extent to which military conflict or conquest caused religious change in the period 1450–1750 The question addressed Topic 3.3 and closely aligned with Key Concept 4.1 of the AP World History Curriculum and Framework The question was open geographically to allow responses from multiple areas with a specific tie to the period 1450–1750 Students were able to interpret the terms “conflict and conquest” in a variety of ways, including economic conquest and intellectual conflict The question was designed to allow students to demonstrate their understanding of the factors that led to the significant changes in world religions within this time period Students were expected to present a historically defensible thesis, describe a historical context relevant to the prompt, use at least two specific examples of evidence relevant to the topic of the prompt, use that evidence to support an argument in response to the prompt, use historical reasoning skills to frame or structure their argument, and demonstrate a complex understanding of the historical development that is the focus of the prompt Successful responses compared religious change in different areas, explained causes for religious change, or discussed how religious changes continued and ended across the periods How well did the responses address the course content related to this question? How well did the responses integrate the skills required on this question? Students who successfully answered this question demonstrated a wide range of knowledge on the causes and processes of religious development in this time period The largest number of students on the operational exam selected this question, which typically means that students felt confident with some knowledge of the period or subject Essays mostly addressed Spanish conquest of the Americas as a key example of military force as a cause for religious change and typically responded with specific information tied to the arrival of conquistadors leading to the forced conversion of indigenous peoples to Catholicism Another significant response path was an exploration of the Ottoman Empire, with frequent references to Janissaries as an example of force being used to change the practice of religion even under a generally tolerant government, or discussion of the conflict between Safavid and Ottoman reflecting how military conflict could both stem from and reaffirm religious divides Students were generally successful in creating a thesis/claim for their argument, though these claims were sometimes vague or lacked a line of reasoning Teachers have done an admirable job of introducing students to significant religious changes identified in the AP World History: Modern framework and Topic 3.3 What common student misconceptions or gaps in knowledge were seen in the responses to this question? Students struggled slightly with deploying evidence in a way that supported their argument Many essays presented a summary of religious knowledge or a vague response about the importance of religion without addressing the factors that lead to emergence, spread, or change Chronology remained a significant weakness for students with arguments that centered on everything from the Crusades to the modern India/Pakistani split Assisting students with placing their arguments within the period identified is important General knowledge was strong, but for those essays that did not demonstrate a basic grasp in © 2022 College Board Visit College Board on the web: collegeboard.org understandings, such as the outcomes of the Protestant Reformation or the religious traditions of the Ottoman Empire, the essays typically achieved very few score points Common Misconceptions/Knowledge Gaps Responses that Demonstrate Understanding • “In the period circa 1450-1750, the European Crusaders used military force to convert people to their religion.” (Misunderstanding chronology by including the Crusades in the period 1450-1750.) • “The Christian Crusades of the 13th and 14th century attempted to conquer the Holy Lands, laying groundwork for the strategy of using military might to spread Christianity Once the Americas were “discovered” by the Europeans, the same concept of “crusading” for converts led to the Spanish conquistadors setting out on a crusade to convert the peoples of the Americas.” (Using the Crusades as appropriate context for the motivations of the Spaniards.) • “The Spanish who came to the Americas converted everyone by force to Catholicism.” (This is inaccurate although true for some.) • “While military force was deployed, the Spanish used a variety of methods to spread their religion including the development of mission system and using religious texts and practices in their general education of indigenous peoples in the Americas.” Based on your experience at the AP® Reading with student responses, what advice would you offer teachers to help them improve the student performance on the exam? Practice chronology Have students keep a running timeline in their notes and add to it as you go, making it a point to discuss what came immediately before or immediately after an event Encourage students to see nuance by asking them to consider and address exceptions to general statements Developing a game or discussion structure of “yes, and…” where students are able to add to interpretations or examples will help to develop complexity and nuance For example, teachers might write “Spanish converted by force.” Students then could offer the “yes, and…” through missions, education, and trade Introduce students to and have them practice using historical terms, such as “circa.” Students who were unfamiliar with this term had trouble interpreting the time frame, thinking “circa” was a specific period itself—the “circa period.” What resources would you recommend to teachers to better prepare their students for the content and skill(s) required on this question? • The Course and Exam Description provides a section on “Developing the Historical Thinking Skills and Reasoning Processes” on pages 180-191 This section provides examples of questions and instructional strategies for incorporating the course skills into classroom instruction © 2022 College Board Visit College Board on the web: collegeboard.org • The following resources are available in AP Classroom to provide instructional support for an LEQ on military conflict/conquest and religious change in the period 1450-1750: o Unit 3, Topic 3.3 addresses “Empires: Belief Systems” and includes resources, such as AP Daily videos and topic questions that serve as formative assessment tools There are two AP Daily videos that focus on Topic 3.3, and both examine the “continuity and change within belief systems” and include student practice on the skill of sourcing o AP Classroom contains AP Exam On-Demand Review videos for both 2022 and 2021 that have helpful information for students that review content (see Review Session 3, which covers “how new forms of technology have led to the spread of cultures and religions” and Review Session 6, which covers information from Unit and strategies for answering multiple-choice questions) and videos that review skills specifically used for answering an LEQ—this is addressed in Review Session for 2022 and Review Sessions and for 2021 o AP Classroom has Personal Progress Checks for each unit that include LEQs and scoring guidelines that will allow students to practice the required skills needed to successfully answer an LEQ o The Question Bank within AP Classroom contains examples of AP exam questions, both MCQs and FRQs, that can be used to assess student understanding and allow for further practice of the required skills Using AP Classroom, teachers may assign multiple choice questions and free-response questions specific to skills that they believe students often find challenging in the Question Bank feature These skills can be selected in the “Skill Category and Skill” tab located within the Question Bank tab o Additionally, AP Classroom contains resources under the Overview/Teacher Resources/Professional Learning tab that includes videos and other instructional resources to provide strategies for teaching and assessing course content and skills These Skills-Based Modules focus on teaching analysis of primary sources, the skills of argument development, comparison, continuity, and change and include handouts for students o The Online Teacher Community includes a library of resources that can be searched by disciplinary practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ © 2022 College Board Visit College Board on the web: collegeboard.org ... practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ © 2022 College Board Visit College Board on the web: collegeboard.org... practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ o o © 2022 College Board Visit College Board on the web: collegeboard.org... practices, skills, content, and resource type Visit https://apcommunity.collegeboard.org/group/apworldhistory/resource-library/ © 2022 College Board Visit College Board on the web: collegeboard.org